DOCSLIB.ORG

First Team Schoolboy Rugby Players' Understanding of Their Future Career

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
First Team Schoolboy Rugby Players' Understanding of Their Future Career First team schoolboy rugby players’ understanding of their future career trajectories By Tiaan Ellis Thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Educational Psychology in the Faculty of Education at Stellenbosch University Supervisor: Mrs Mariechen Perold Co-Supervisor: Dr Heinrich Grobbelaar December 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the authorship owner thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Signature: Date: Copyright © 2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za ABSTRACT Over the past two decades, the growing global popularity of rugby has led to professional rugby becoming a lucrative career prospect with bigger contracts, sponsorships and increased specialization in the sport. It is, therefore, not surprising that many high-school learners aspire to become professional players. However, only a small percentage of these players may fulfil their ambitions. This study explored how first-team rugby players at school understand their future career paths, and how they plan for it. The investigation also explored how rugby players perceive their identity, the role of rugby in this regard, and their understanding of the transitions inherent to a career in rugby. A social constructionist and systemic meta-theoretical framework was employed to shed light on the findings. It focused on how participants’ reality can be shaped through social interaction, but also through cultural and historical influences. For this qualitative study, seven participants were selected by means of purposive sampling. Selection criteria stipulated that the participants had to be in grade 11 or 12, and in their school’s first-team rugby squad. Data were collected by means of semi-structured individual interviews, followed by a focus-group interview. The coach of the first team and the grade-12 head teacher also completed an open-ended questionnaire. Data were analysed through thematic analysis. The three main themes derived were identity formation, the notion of rugby and career opportunities. Each theme consisted of various subthemes and categories of codes. The findings indicated that the participants regard the first three years after completing school as a crucial period and an indicator for a successful future career in rugby. The process of identity formation, arising from participation as first-team players, influenced the way they ii Stellenbosch University https://scholar.sun.ac.za perceived and planned for their future careers. Selection for a provincial side strongly influenced the career aspirations of the participants. It might be useful to develop scholastic and career counselling programmes to facilitate the holistic development of talented schoolboy rugby players in South Africa. Such programmes can focus on a balanced development of sport specific and academic skills, including psychological and practical preparation for the very specific nature of a career as a professional rugby player. Keywords: Academics, Career trajectory, Transition, Rugby careers, Identity iii Stellenbosch University https://scholar.sun.ac.za OPSOMMING Die wêreldwye gewildheid van rugby het die afgelope twee dekades baie toegeneem. Dit het gelei daartoe dat professionele rugby ‘n winsgewende loopbaanvooruitsig geraak het met groter kontrakte, borgskappe en verhoogde spesialisering in die sport. Dit is dus nie verbasend dat baie hoërskool leerders daarna streef om professionele spelers te word nie. Daar is egter slegs ‘n klein persentasie spelers wat suksesvol daarin is om hierdie ambisie te verwesenlik. Hierdie studie het ondersoek ingestel na die wyse waarop eerstespan rugbyspelers op skool hul toekomstige loopbaanroetes verstaan. Die ondersoek het ook verken hoe rugbyspelers hul identiteit beskou, die rol van rugby in hierdie verband en hul begrip van die loopbaanfases wat inherent is aan ‘n loopbaan in rugby. ‘n Sosiaal konstruktivistiese en sistemiese metateoretiese raamwerk is aangewend om lig te werp op die bevindinge. Dit het gefokus op hoe deelnemers se werklikhede gevorm kan word deur middel van sosiale interaksie, sowel as deur kulturele en geskiedkundige invloede. Hierdie kwalitatiewe studie het sewe deelnemers gekies deur middel van doelgerigte steekproeftrekking. Keuringskriteria het bepaal dat leerders in Graad 11 of 12 en in die skool se eerstespan oefengroep moes wees. Data is ingesamel deur middel van semi- gestruktureerde individuele onderhoude, gevolg deur ‘n fokusgroep onderhoud. Die afrigter van die eerstespan en Graad 12 hoof het ook ‘n oop-einde vraelys voltooi. Data is ontleed deur middel van tematiese analise. Drie hooftemas is afgelei, naamlik identiteitsformulering, die beskouing van rugby en loopbaangeleenthede. Elke tema bestaan uit verskeie subtemas en koderings-kategorieë. Die navorsingsbevindings het aangedui dat deelnemers die eerste drie jaar na voltooiing van skool as belangrike periode en aanduider van ‘n suksesvolle loopbaan in rugby beskou. Die iv Stellenbosch University https://scholar.sun.ac.za proses van identiteitsvorming, wat voortspruit uit deelname as eerstespan-speler van die skool, het ‘n invloed gehad op die wyse waarop eerstespan-spelers hul toekomstige loopbane vooruitskou en beplan. Deelname aan provinsiale spanne het ‘n sterk invloed op die loopbaan vooruitsigte van deelnemers gehad. Dit kan nuttig wees om skolastiese en loopbaanvoorligting programme te ontwikkel wat holistiese ontwikkeling van talentvolle skole rugbyspelers in Suid-Afrika sal fasiliteer. Sulke programme kan fokus op ‘n gebalanseerde ontwikkeling van sportspesifieke en akademiese vaardighede, insluitende sielkundige en praktiese voorbereiding vir die hoogs spesifieke aard van ‘n loopbaan as professionele rugbyspeler. Sleutelwoorde: Akademie, Loopbaanfases, Oorgang, Rugby loopbane, Identiteit v Stellenbosch University https://scholar.sun.ac.za ACKNOWLEDGEMENTS There are many people to whom I am immensely grateful for all the support, constant motivation and assistance I received during the process of writing this thesis. Firstly, I would like to thank my wife Karin, for her persistent belief in my abilities and the sacrifices she made in order for me to succeed in my dream. Secondly, my parents, for their willingness to support and assist me in any way that is humanly possible. A special word of thanks to my supervisors, Mrs Perold and Dr Grobbelaar, for their professional manner, encouragement and superb guidance the past two years. Our countless brainstorming sessions and their willingness to share professional expertise resulted in an end-product of which I am extremely proud. Annuschka du Preez, for her friendly and professional assistance in translating the texts. Lastly, a special word of thanks to the school, teachers and each player involved in this study. I am amazed by your levels of motivation and your passion for life in general. vi Stellenbosch University https://scholar.sun.ac.za CONTENT DECLARATION ...................................................................................................................... ..i ABSTRACT ............................................................................................................................... ii OPSOMMING .......................................................................................................................... iv ACKNOWLEDGEMENTS ...................................................................................................... vi APPENDICES..........................................................................................................................xi CHAPTER ONE CONTEXTUALISATION AND RATIONALE OF THE RESEARCH STUDY .............. 1 1.1 INTRODUCTION ............................................................................................................ 1 1.1.1 Rugby as a career ....................................................................................................... 4 1. 1.2 Careers and career counselling ................................................................................. 6 1.1.3 Athletic career transitions and retirement from sport. ............................................... 7 1.2 PROBLEM STATEMENT ............................................................................................ 10 1.3 MOTIVATION FOR THE STUDY .............................................................................. 11 1.4 RESEARCH AIM .......................................................................................................... 12 1.5 RESEARCH QUESTIONS ............................................................................................ 12 1.6 THEORETICAL FRAMEWORK ................................................................................. 13 1.7 RESEARCH PARADIGM, DESIGN AND METHODOLOGY .................................. 14 1.7.1 Research paradigm .................................................................................................. 14 1.7.2 Research design ....................................................................................................... 15 1.7.3
Load more

Recommended publications
  • Rev. Theodore M. Hesburgh
    f·~ ... i "'JI 1 ~ ') ..... \ . "' • I ..' .J' Student Convocation on APARTHEID I'm glad to see so many of you out on this cold afternoon to manifest your interest in social justice and particularly in the situation of apartheid, and particularly against the situation of apartheid in South Africa. Let me say first of all, that the issue in question is not whether or not we are against apartheid. l don't know of anyone in America who favors apartheid, certainly not at this University. Apartheid is an evil system, inhuman in its application, and an arrangement that should be eliminated from the face of the earth. The ·issue then is not whether apartheid is evil. l t is. l.Je all recognize that. The real issue is what to do about it and that is not quite as easy as condemning it. As university students, it is important that .. your crusade for social justice be based on studying and understanding, on acknowledgment of the complica- tions of the issue under discussion and Leading towards a solution that will be both intelligent, responsible and effective. Anything Less would be unworthy of university students. It is easy to chant "divestiture now" but l would remind you that complicated questions and complicated problems are 1 -2- not solved by bumper stickers and this is a very complicated question and a very complicated problem. Let me back up and attempt to put it into historical perspective, both with regards to the United States and South Africa as well. Before all of us feel too virtuous, too easily, Let me remind everyone that the United States practiced apartheid for 250 years, dating from the arrival of the first slave.
    [Show full text]
  • Faculty of Health Sciences Prospectus 2021 Mthatha Campus
    WALTER SISULU UNIVERSITY FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 MTHATHA CAMPUS @WalterSisuluUni Walter Sisulu University www.wsu.ac.za WALTER SISULU UNIVERSITY MTHATHA CITY CAMPUS Prospectus 2021 Faculty of Health Sciences FHS Prospectus lpage i Walter Sisulu University - Make your dreams come true MTHATHA CAMPUS FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 …………………………………………………………………………………………………………………………………………………………… How to use this prospectus Note this prospectus contains material and information applicable to the whole campus. It also contains detailed information and specific requirements applicable to programmes that are offered by the campus. This prospectus should be read in conjunction with the General Prospectus which includes the University’s General Rules & Regulations, which is a valuable source of information. Students are encouraged to contact the Academic Head of the relevant campus if you are unsure of a rule or an interpretation. Disclaimer Although the information contained in this prospectus has been compiled as accurately as possible, WSU accepts no responsibility for any errors or omissions. WSU reserves the right to make any necessary alterations to this prospectus as and when the need may arise. This prospectus is published for the 2021 academic year. Offering of programmes and/or courses not guaranteed. Students should note that the offering of programmes and/or courses as described in this prospectus is not guaranteed and may be subject to change. The offering of programmes and/or courses is dependent on viable
    [Show full text]
  • Summary of Presentation This Presentation Is an Overview of the Cape Town TV White Spaces Trial
    Summary of Presentation This presentation is an overview of the Cape Town TV White Spaces Trial. It provides an overview of the Trial network and the Trial’s accomplishments, with a specific focus on the policy related implications of the results. The presentation describes the technical aspects of equipment, the lab tests conducted on the equipment, the process for developing the database and the techniques used to field check the database results. About The Trial With the support of ICASA, the communications regulator of South Africa, a group of partners implemented a TVWS trial network covering ten schools in the Western Cape over a six month period during 2013. The trial partners include TENET, CSIR Meraka, e-Schools Network, WAPA and Google, with Comsol Wireless Solutions, Carlson Wireless Technologies and Neul as the vendor partners. The goals of the trial was to: Demonstrate that TVWS can be used to deliver affordable broadband and Internet services without interfering with TV reception Increase awareness of the potential for TVWS technology in South Africa and across the continent. About The Network The TVWS network consistc of multiple base stations located at Stellenbosch University’s Faculty of Medicine and Health Sciences in Tygerburg, Cape Town, which deliver broadband Internet service to ten schools within a 10 kilometer radius. The ten schools have been pre- selected based on proximity to the base station, local IT and network support, and other connectivity requirements. Each school receives dedicated 2.5 Mbps service with failover to ADSL in order to prevent downtime during school hours. Visit : TVWS Trial Website .
    [Show full text]
  • Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018
    Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018 South African National Research Foundation Chair (Tier 1) Transformative Social Learning and Green Skills Learning Pathways Summary Narrative Overview and Early Career I started my career in primary education, working with young children to expand their learning horizons through creative, critical approaches to learning. This led me into a postgraduate and post-doctoral career trajectory where I was able to expand my interest in primary education to wider forms of education and learning, all of which have centred on how human relations with the environment shape learning and transformation of society towards social justice, sustainability and the common good. My Masters degree focused on critical, democratic and participatory approaches to working with environmental knowledge in learning support materials development with foundation phase teachers in post-apartheid curriculum settings. The project spanned five years, and grew into a national initiative to strengthen curriculum transformation. The study was unanimously recommended for upgrading to PhD by all examiners. This launched me into an active professional career in participation oriented approaches to environment and sustainability education research that has spanned all levels and types of education, including early learning, general education and training, higher education, community education, and conservation education. Most recently I have also become more involved in vocational and workplace learning as the green economy has emerged as a significant driver of potential just transitions in post-apartheid South Africa, and the skills system was found to be largely re-active to environment and sustainability concerns. My current research focusses on global change and social learning systems, with emphasis on transformative social learning and green skills learning pathways.
    [Show full text]
  • Stellenbosch University Web Regulation
    Page | 1 Stellenbosch University Web Regulation Note: This is an interim regulation and will be replaced by a Web Policy A. Scope 1. Stellenbosch University (SU) publishes and hosts various types of websites. The types of websites covered by this regulation include: a. The Institutional, or “Corporate”, website (www.sun.ac.za) which refers to all web pages that are edited and authored by the Communications & Liaison Division on behalf of the university. b. Faculty, school and academic department, division, unit, centre of excellence and institute websites (*.sun.ac.za, *.usb.ac.za) c. Institutional web portals: student portal (www.mymaties.com); staff portal (my.sun.ac.za); alumni portal (www.matiesalumni.net); prospective student portal (www.maties.com); postgraduate portal (www.sun.ac.za/postgrad). d. Intranet websites1 and collaborative websites e. Student residence and association websites f. Institutional blogs and wikis. g. Websites of affiliated entities hosted on University servers. 2. For the purpose of this document, all sites, no matter on which technology platform or content management system they reside, whether mobile or not, are referred to as “websites”. 3. Many of the above are public-facing websites to some degree and must reflect and protect the image and brand of the University. 4. At the same time, the ethos and freedoms of a university must be recognised. Consequently, this regulation attempts to strike a fair balance between control and freedom. 5. The regulation defines roles for stakeholders involved in publishing, maintaining, developing and hosting university websites. 6. The regulation is promulgated in terms of the Electronic Communications Policy (ECP) and are supplemental to the ECP.
    [Show full text]
  • Part15 HIA Loftus Northern Sports Fields
    CULTMATRIX 4. HERITAGE IMPACT ASSESSMENT 4.1 Approach 4.1.1 Definitions and assumptions The following aspects have a direct bearing on the investigation and the resulting report: • Cultural (heritage) resources are all non-physical and physical human-made occurrences, as well as natural occurrences that are associated with human activity. These include all sites, structures and artefacts of importance, either individually or in groups, in the history, architecture and archaeology of human (cultural) development. • The cultural significance of sites and artefacts is determined by means of their historical, social, aesthetic, technological and scientific value in relation to their uniqueness, condition of preservation and research potential. It must be kept in mind that the various aspects are not mutually exclusive, and that the evaluation of any site is done with reference to any number of these. • The value is related to concepts such as worth, merit, attraction or appeal, concepts that are associated with the (current) usefulness and condition of a place or an object. Hence, in the development area, there are instances where elements of the place have a high level of significance but a lower level of value. • It must be kept in mind that significance and value are not mutually exclusive, and that the evaluation of any feature is based on a combination or balance between the two. • Isolated occurrences: findings of artefacts or other remains located apart from archaeological sites. Although these are noted and samples are collected, it is not used in impact assessment and therefore do not feature in the report. • Traditional cultural use: resources which are culturally important to people.
    [Show full text]
  • Sports Report 2019
    Greenside High School Sports highlights and achievements 2019. Greenside High School believes strongly in the Nelson Mandela quote that says: “Sport has the power to change the world; it has the power to inspire. It has the power to unite people in a way that little else does. It speaks to the youth in a language they understand. Sport can create hope, where there was once only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the faces of all types of discrimination. Sport is a game of lovers.” We are truly grateful as a school that our learners are exposed to 13 sporting codes and many see themselves having career opportunities in the respective sporting codes that we offer at our school. Even though we were faced with a few challenges in the year, we have also developed and our perspectives and goals have broadened. We would like to celebrate the achievements of our learners this far in all respective codes. SPORTS HIGHLIGHTS AND ACHIEVEMNTS 2019 | s Rugby The focus in every year is to introduce the girls to appropriate technique and develop a safe and competitive environment. They had a very successful league competing with 12 schools and the U16 girls being undefeated in 2019 and our U18 only losing 1 friendly game. Almost all the girls both u16 and u18s were invited to the National Rugby Week trials. Two senior girls unfortunately did not make it in the last trials and three players were chosen for the u18 National Week Team.
    [Show full text]
  • 8Th Annual Fordham Prep Rugby Club Alumni Dinner
    8th Annual Fordham Prep Rugby Club Alumni Dinner Brian Davey '83 And Fellow Honorees Christopher Allen '80 Honoring Alumni Vinny Santomero '84 Christopher Allen ‘80, Brian Davey ‘83, and Vinny Santomero ‘84 With our best wishes, Keynote Speaker The Davey, Collins, and FitzPatrick Families Dr. Gary Lambert Friday, March 8, 2019 Fordham Prep Commons A special thanks to the entire Fordham Prep Rugby community for all your support following Sam’s accident and subsequent rehabilitation! Holly, Austin, Jezza & Sam (Lucky!) 2019 FPRC Alumni Dinner Program Drinks, Mingling & Appetizers Welcome & Introductions Director of Rugby Jerry Wolf Coaching Director Harry Bennett Varsity Coaches Head Coach Alex Miles Forwards Alex MacDonald Assistants Austin Wolf ‘12 Aidan Costelloe ‘16 Christopher “CJ” Johnson ‘18 JV Coaches/Staff Forwards Paddy Ryan Backs Marcus Walsh Assistants Adrian Newell Liam Costelloe ‘10 Conor McCarthy ‘14 Team Manager Seppie Valente ‘21 Faculty Moderator: Dr. David Gelpi Blessing Dinner Recognition of 4 Year Players Keynote Speaker Dr. Gary Lambert Presentation of the Alumni Awards Christopher Allen ‘80 Brian Davey ‘83 Vinny Santomero ‘84 Prize & Raffle Winners Thank You! Fordham Prep Rugby Club would like to thank everyone for coming out tonight to support the boys and the Rugby Program. We would also like to thank the following friends and companies for their extraordinary support and contributions to the success of the 2019 spring season: Chris Allen '80 Equinox Anna's Attic Christine & Vincent Farrell P'21 Harry Bennett Erica** & David Fitzgerald P'21 Kim** & Patrick Breen P'21 Liz Fitzgerald '19 Stacy** & Steve Burns P'19 Karina & Francis Fitzpatrick P'18,20 Anne Butler & Gerry Boyle P'19 John Freeman '80 Joanne & Paul Camas P'17 Gabriella & George Gaspar P'19 Catering by Elaine Laraine & Dr.
    [Show full text]
  • Campus Sport 2006
    CAMPUS SPORTSPORT OCTOBER 2006 UNIVERSITY OF CAPE TOWN Sisters of swinG Siblings chip in for UCT UCT at America’s Cup • Dan Nicholl writes for us • Athletics stars shine • Sports doping Contents 2 Foreword 3 Jenine Ellappen, 2005 Sportsperson of the Year 4 Athletics 6 Bodybuilder makes the cut 7 Hockey duo retire 8 Golfing siblings 0 Alumnus Anwar Jappie has big plans 2 UCT alumni at the America’s Cup 4 Karate star 5 Dance sport enthusiasts celebrate new club 6 Snippets 8 Surfer hits Krystal clear water 9 Tennis women ace the league 20 Rugby 22 SHAWCO reaches out 24 Doping 27 Siyoli Lusaseni aims high 28 Mountain climbers scale Argentine peaks 3 Dan Nicholl recalls the Ikey legends Published by the Communication and Marketing Department, UCT, October 2006. CAMPUS Editorial committee: Skye Grove, Megan Morris, Helen Théron, Shumi Chimombe, Chwayita Cnqiwa, Vanessa Herman, Daniella Pollock, Karien van der Westhuizen Executive Director, Communication and Marketing Department: Gerda Kruger SPORT UCT SPORT 2006 foreword Prof John Simpson. Athletics banner year Message from Professor John dents who participate in sport, either match what we have achieved. Simpson, chairperson of UCT in the various internal leagues or who All of this has not gone unnoticed at Sports Council make use of the facilities as individu- UCT. Despite the very tough economic als. We are especially proud of the fact environment in which it finds itself, the that we give equal support and recogni- university has seen fit to support sport PORT at UCT is not confined to tion to no less than 40 sports codes at and recreation to the tune of many mil- those who want to compete at UCT.
    [Show full text]
  • P. Nongogo‟S Report: the Olympic Movement and South Africa
    P. NONGOGO‟S REPORT: THE OLYMPIC MOVEMENT AND SOUTH AFRICA The Effect of Sport Boycott and Social Change in South Africa: A Historical Perspective, 1955-2005 Abstract This study examines the effect of sport boycott in South Africa; a country with a long history of racial discrimination. The struggle for political freedoms and all-inclusive-and-non-racial sport was intertwined. The former colonial power and major investor, Britain was strategic to-and-targeted for black people‟s diplomatic efforts after the establishment of the Union of South Africa in 1910. By 1940s, however, a comprehensive campaign against apartheid was undertaken by the Africa National Congress and Anti-Apartheid Movement (AAM). The oppressed majority‟s hope for-and-focus on British support had shifted to the United Nations and newly-independent African states. Non-racial sport movement approached the International Olympic Committee (IOC) and International Federations. South Africa‟s official participation in the Olympic Games between 1908 and 1960; racially discriminated against blacks sportspersons and resistance to this was observed in the mid-1940s. Radical struggle was, however, started in the 1950s; illustrated by the emergence of AAM and sport boycott campaigns. These campaigns were continued until controversially abandoned in the early 1990s, paving way for South Africa‟s re-admission into the Olympic family in 1992. This literature study utilized the IOC Archives. It sought to analyse the effect of sport boycott in South Africa and social change thereof, in relation to the IOC‟s attitude, response and actions towards apartheid sport in contrast to that of the non-racial sport proponents.
    [Show full text]
  • RUGBY LIST 42: February 2019
    56 Surrey Street Harfield Village 7708 Cape Town South Africa www.selectbooks.co.za Telephone: 021 424 6955 Email: [email protected] Prices include VAT. Foreign customers are advised that VAT will be deducted from their purchases. We prefer payment by EFT - but Visa, Mastercard, Amex and Diners credit cards are accepted. Approximate Exchange Rates £1 = R17.50 Aus$1 = R9.70 NZ$1 = R9.20 €1 = R15.30 Turkish Lira1 = R2.60 US$1= R13.40 RUGBY LIST 42: February 2019 PROGRAMMES PROGRAMMES..................................................................................................................................................... 1 Argentina............................................................................................................................................................. 2 Australia.............................................................................................................................................................. 3 Canada.................................................................................................................................................................5 England ............................................................................................................................................................... 6 Fiji....................................................................................................................................................................... 8 France.................................................................................................................................................................
    [Show full text]
  • Sport Awards 2015 Foreword
    Sport Awards 2015 Foreword The annual Sports Awards is a highlight of the Western Cape Government’s calendar. The Awards recognise and officially acknowledge the esteemed excellence of sportspeople hailing from the Western Cape. Today, we pay tribute to the exemplary role these individuals have played in the development of sport and motivating others to achieve more. I wholeheartedly thank each sportsperson awarded their prestigious acknowledgement for serving as a beacon of hope to all in the Western Cape. Their perseverance, focus and positive choices have groomed them into significant role-models to whom youth can aspire. Excellence in their respective sporting codes requires dedication, motivation and many hours of practice, but also most importantly support and encouragement from significant others: family, friends, coaches, managers and others. Heartfelt gratitude is expressed to them for their continuous support and encouragement toward our sporting success. Sport Awards 1 History has shown time and again that sport has the ability to bring diverse groups of people together and I fi rmly believe our honoured sport stars personify this notion. They also promote a healthy lifestyle in which they contribute to increasing wellness and safety in the Western Cape and for that I thank you profusely. By celebrating our victories and achievements we create a spirit of goodwill and social inclusivity that ultimately binds us all better together. In closing, a special word of thanks to all the DCAS team players for your hard work, dedication and professionalism in making the Sports Awards a proud occasion. Anroux Marais Minister of Cultural Affairs and Sport Western Cape Government 2 Sport Awards Volunteer Of The Year Mogamat Yassiem Khan – Western Province Fancy Pigeons Yassiem puts in long hours to ensure administrative compliance and that all shows are a success.
    [Show full text]